As dificuldades de aprendizagem, muitas vezes, são vistas como as grandes vilãs de qualquer sala de aula. Quando detecta-se sua presença, que por vezes acontece por meio das notas, trata-se de procurar os culpados. Uma coisa que é tão natural ao processo de aprendizagem é rotulada como um empecilho para o sucesso dos alunos e da escola. Ora o professor é cobrado para que melhore seus métodos de ensino, ora o aluno é cobrado por mais esforço e dedicação, quando não é encaminhado para que seja tratado com fármacos que lhes "garantirão" melhores notas. Fala-se tanto do que ensinar e como ensinar, mas reflete-se tão pouco sobre o maior objetivo do ensino que é a aprendizagem. As concepções dos sujeitos acerca do que é a aprendizagem ou a não aprendizagem afetam a forma como estes vivenciam o dia a dia da escola. Com o intuito refletir acerca das crenças e das concepções dos membros de uma comunidade escolar e sobre sua influencia na aprendizagem, foram realizados três estudos que contaram com a participação de 272 membros de uma rede privada de escolas confessionais: 33 alunos, 138 professores, 52 gestores, 14 pais e 35 funcionários administrativos. Nesta pesquisa, com abordagem quali-quantitativa, foram utilizados três instrumentos de coleta de dados: dois questionários estruturados com escala Likert, para análise quantitativa, e um grupo focal para análise qualitativa. Os estudos realizados sugerem que crenças ingênuas insistem em manter boa parte dos sujeitos amparados no senso comum, em seus discursos e suas práticas. Basear a educação apenas no que “sempre deu certo” ou no que a escola deseja, e não no que o aluno precisa, pode comprometer o processo de aprendizagem. A não reflexão sobre aprendizagem e ensino pode mascarar necessidades, mediante falsos sucessos ou o sucesso da maioria. Enquanto a educação permanecer mergulhada em senso comum, seus sujeitos não alcançarão os significados das próprias ações, não poderão chegar à consciência do que fazem, não poderão criticá-las, nem ultrapassá-las. / The learning difficulties often are seen as the major villains in any classroom. When its presence is detected, which sometimes happens through the student grades, we seek for a reason. One thing that is so natural to the learning process is labeled as an obstruction to the students and the school success. Either the teacher is asked to improve their teaching methods, the student is charged for more effort and dedication or the student is sent to be treated with drugs that will "ensure" better grades. There are a lot of talking about what to teach and how to teach, however so little about the ultimate goal of teaching which is learning. The conceptions of what is learning and what is not affect the way those live at school on daily basis. In order to reflect on the concepts and their influence on learning three studies were held, which included the participation of members of a private network of religious schools: 33 students, 138 teachers, 52 administrators, 14 parents and 35 staff (not teachers or managers). Data was collected using two methods. One method involved the use of two Epistemological questionnaires, while the other involved the use of a focus group. The studies suggest that naive beliefs insist on keeping most of the people supported by common sense in their discourses and practices. Base education only as "always worked" or that the school wants, not what the student needs, may compromise the learning process. This is no reflection on learning and teaching can mask needs by pseudo success or the success of the majority. For as long as the concept and methods of education are viewed as commonsensical, those involved will find it difficult to step outside of this mindset and critique the methods that are used, or indeed to allow those methods to evolve.

Orientador: Rosely Palermo Brenelli / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T08:59:26Z (GMT). No. of bitstreams: 1 Osti_Andreia_D.pdf: 2834392 bytes, checksum: 59f56731b0ac47d29b5177dbc309fc2c (MD5) Previous issue date: 2010 / Resumo: Esta pesquisa teve como objetivo identificar as representações de professores e de seus respectivos alunos (com e sem dificuldade de aprendizagem) sobre o processo de ensino e aprendizagem. Buscou-se verificar em quais aspectos as representações de alunos e professores se correspondem, se elas se diferenciam entre alunos com e sem dificuldades de aprendizagem e qual a percepção deles sobre a relação com o seu professor. A coleta de dados foi organizada por meio de três instrumentos: entrevista semi estruturada contendo quinze questões abertas para os professores, entrevista para os alunos e a aplicação da técnica psicopedagógica Par Educativo. Os dados obtidos permitiram conhecer as representações de professores e alunos e as diferentes significações que eles atribuem ao ensino, à aprendizagem e à dificuldade de aprendizagem. Participaram deste estudo vinte professores e quarenta alunos (sendo vinte com dificuldade e vinte sem dificuldade de aprendizagem) da 4ª série (5º ano) do Ensino Fundamental da rede municipal de uma cidade da região Metropolitana de Campinas. Os dados coletados foram submetidos à análise estatística qualitativa e quantitativa. As respostas das entrevistas foram categorizadas e descritas em relação a sua frequência absoluta (N) e relativa (%). Para as categorias das questões abertas, em que foi possível comparar as respostas de alunos e professores, utilizou-se o teste exato de Fisher, Qui-Quadrado e de Proporções. O nível de confiança nas análises comparativas foi de 95%. Os resultados demonstraram que professores e alunos apresentam uma visão parcial dos fatores envolvidos no processo de ensino e aprendizagem e do que seja a dificuldade de aprendizagem. O aprender, tanto para professores quanto alunos, é sinônimo de ausência de erros, sendo um processo individual e não social. Professores e alunos sem dificuldades representam positivamente o ambiente da sala de aula, diferentemente dos alunos com dificuldades. Esses últimos demonstraram a necessidade de vivenciar um bom relacionamento com o professor, destacando a questão afetiva nas relações em sala de aula. Nossos dados mostram que os professores depositam a maior responsabilidade pela aprendizagem à família e ao próprio aluno, não considerando a correspondência entre a metodologia e sua prática com a dificuldade do aluno. / Abstract: The aim of this research was to identify the representations of teachers and their respective students (with and without learning difficulties) on the teaching and learning process. Aspects in which teacher representation corresponded to student representation were observed. The study investigated whether there was a difference between students with and without learning difficulties and how students perceived their relationship with their teacher. Data collection was organized by three instruments: a semi-structured interview containing fifteen open-ended questions for the teachers, student interview and application of the Pair Learning Educational Psychology technique. The data obtained allowed us to understand teacher and student representations, in addition to different meanings attributed to teaching, learning and learning difficulties by teachers and students. Twenty teachers and forty students participated in this study covering the fourth grade (5th year) of an Elementary School of the Municipal System from a city in the Metropolitan Region of Campinas. Of the 40 students, twenty had learning difficulties and twenty had no learning difficulty. A qualitative and quantitative analysis of the data collected was carried out. The answers in the interviews were categorized and described in relation to absolute (N) and relative (%) frequencies. For categories of open-ended questions, which compared answers given by students and teachers, the Fisher's test, chi-square test and a test of Proportions were used. In comparative analyses the confidence level was 95%. The results showed that teachers and students presented a partial view of the factors involved in the teaching and learning process, as well as the meaning of learning difficulties. Learning, both for teachers and students was synonymous with lack of error. It is an individual and not a social process. Teachers and students without difficulties positively represent the classroom setting, as opposed to students with difficulties. Students demonstrate the need to experience a good relationship with their teacher, emphasizing the emotional issue in classroom relationships. Our data showed that teachers placed greater responsibility for learning to the family and the students themselves, not considering the correspondence between methodology and its practice with student difficulties. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-14T18:27:59Z No. of bitstreams: 1 cristiarosineirigoncalveslopescorrea.pdf: 605292 bytes, checksum: 38562bbea5f7579ce213dc0e85703e9a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T13:48:19Z (GMT) No. of bitstreams: 1 cristiarosineirigoncalveslopescorrea.pdf: 605292 bytes, checksum: 38562bbea5f7579ce213dc0e85703e9a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T13:48:50Z (GMT) No. of bitstreams: 1 cristiarosineirigoncalveslopescorrea.pdf: 605292 bytes, checksum: 38562bbea5f7579ce213dc0e85703e9a (MD5) / Made available in DSpace on 2016-10-04T13:48:50Z (GMT). No. of bitstreams: 1 cristiarosineirigoncalveslopescorrea.pdf: 605292 bytes, checksum: 38562bbea5f7579ce213dc0e85703e9a (MD5) Previous issue date: 2011-08-17 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente dissertação tem como proposta investigar no campo de interlocução entre Psicanálise e Educação a problemática das dificuldades de aprendizagem. Partimos da pergunta: “nos quadros de dificuldades de aprendizagem trata-se de um Outro que não sabe, ou um Outro que sabe demais”? O nosso caminho para responder a essa questão partirá da verificação lógica da sugestão de Lacan (1967): a segregação do real pelo Ideal. Com esse percurso, pretendemos avançar nesse ponto da segregação que a dimensão do Ideal coloca em jogo. Subsequentemente, visaremos a uma interlocução entre a abordagem psicanalítica e a teoria piagetiana das aprendizagens, discutindo a noção do egocentrismo infantil reivindicado por Piaget. Também, visaremos posteriormente uma interlocução com uma abordagem crítica das políticas públicas educacionais que denuncia uma forte dimensão idealizante no fundamento dessas políticas. Tal interlocução se dará no sentido de verificar se essa visada é a mesma da visada psicanalítica, avançando um pouquinho mais nesse tema. O passo seguinte será a investigação detida das dificuldades de aprendizagem na psicanálise a partir da abordagem da inibição neurótica da qual a inibição na aprendizagem faz parte, à luz da tragédia “Hamlet”, de Shakespeare, onde podemos encontrar a inibição de Hamlet intimamente articulada com um Outro que sabe demais. Trabalharemos com a hipótese de uma dimensão excessivamente idealizante no cerne de quadros de séria inibição na aprendizagem. Dimensão de um saber idealizado demais que obstrui o ato de aprender. É justamente essa hipótese que será investigada. / This dissertation aims at investigating learning difficulties at the intersection of Psychoanalysis and Education. We begin with the following question: “Learning difficulties pictures: the Other does not knowledge or knowledge too much”? To deal with this question we will begin with the logical verification for Lacan’s suggestion (1967) about the segregation of the real order comprised by Ideal dimension. With this approach, we aim at advancing in this segregation notion introduced by the Ideal. Subsequently, we will be concerned with the conversation between psychoanalysis and Piaget’s theory about learning, discussing child’s egocentrism claimed by this researcher. After, we will also be concerned with the conversation with a critical approach of educational public policies denounces a strong Ideal dimension in the core of these policies. Such a conversation will take place in the sense of verifying whether this reading and psychoanalytical one are the same, advancing a bit more, in this theme. The following step will be the learning difficulties detailed investigation from the neurotic inhibition approach from which the learning inhibition takes part, on the lights from Shakespeare’s Hamlet, where we can find the Hamlet’s inhibition closely related to an Other that kowledges too much. We will be concerned with the excessively idealized dimension hypothesis in the core of the learning difficulties pictures. Dimension which comprises an idealized knowledge that prevents the act of learning. It is justly this hypothesis which will be investigated.

The Squares Family is a game developed as a learning aid in mathematics. With its graphical representation of the decimal system, the four basic arithmetic operations and positive and negative numbers together with a learning agent as pedagogical approach, the game’s primary purpose is to motivate students in their learning of mathematics. Although the game is strictly based on mathematical rules it attempts to encourage students to play and work with math without experiencing it as mathematics as this is initially not obvious. The game being internationally tested on normal performing students, this project introduced the game to six Swedish students who experience low motivation for and/or difficulties in mathematics. The students from fifth up to seventh grade participated therefore in a three weeks’ study. The ultimate goal of this project is to make suggestions on the integration of the game in the students’ learning environment and on the adaptation of it to fit their needs. In order to be able to make such recommendations, following question was raised: How does the learning situation look like for students experiencing difficulties in mathematics? An attempt to understand the complexity of their learning situation was made through several tests in students’ attitude, self-efficacy and understanding of mathematics, through observations of their game playing, interview with their pedagogue and through a questionnaire on their attitude towards the game and their special education in mathematics and in their understanding of traditionally vs. graphically represented mathematical problems. Despite the time limited study it is obvious that the students’ difficulties in mathematics are not independent of other factors, as the majority of these students display a negative attitude, a low self-efficacy and a sensibility for disturbances and reactions from their social network. / Räkna med Rutiga Familjen är ett spel utvecklat som läromedel i matematik. Spelets huvudmål är att motivera elever i sitt lärande genom sin grafiska representation av decimalsystemet, de fyra räknesätten, positiva och negativa tal samt genom sin pedagogiska ansats av en lärande agent. För att motivera elever att spela och arbeta med matematik utan att initialt vara medveten om det, är matematiken i spelet trots sin matematiska grund, nedtonad. Spelet som testas internationellt mot normaltpresterande elever, introducerades i detta projekt till sex svenska elever med låg motivation för och/eller svårigheter i matematik. Eleverna som är från femte till sjunde klass deltog i denna undersökning under en tre veckors period. Projektets huvudmål är att föreslå rekommendationer för matematikspelets integration i undervisningen av elever med matematiksvårigheter och för anpassning av spelet till deras behov. Som utgångspunkt för framtagning av rekommendationerna ställdes följande fråga: Hur ser lärsituationen ut för elever som upplever svårigheter i matematik? I ett försök att förstå komplexiteten av elevernas lärsituation genomfördes flera tester i deras attityd, självvärdering och matematikförståelse, observationer av deras spelande, intervju med specialpedagogen samt enkät kring deras attityd gentemot spelet och specialundervisningen och kring deras förståelse för traditionellt vs grafiskt representerade matematikuppgifter. Trots studiens tidsbegränsning är det uppenbart att elevernas svårigheter i matematik hänger samman med andra faktorer, då majoriteten av eleverna uppvisar en negativ inställning, en låg självvärdering samt känslighet för störningar och reaktioner från sitt sociala nätverk.

School readiness has a long-term effect on the development of a learner, including a successful school career, employment and the ability to contribute to society. The criteria for the personal readiness of the learner at school entry were proposed by the National Education Goals Panel (NEGP, 1991), and include physical well-being and motor development; social-emotional development; approaches to learning; language usage and communication skills; and cognitive skills and general knowledge. As learning starts long before school entry, stimulation during the pre-school years should not be underestimated. External factors that have an impact on the personal readiness of the child include the expectations of the parents, the readiness of the school, preschool experiences and the environment of the child. Many studies have proven that children from disadvantaged backgrounds are less ready for formal learning than their more advantaged peers, since they are often deprived from attending good quality preschools. As a result they are at heightened risk for school failure, which has serious and long-lasting consequences. In South Africa a significant number of young learners have not reached the required level of readiness to cope with formal learning in Grade 1, due to inadequate early learning experiences, which in most cases, is the result of poverty and deprivation. Instead of a smooth transition from the informal preschool environment to the formal learning environment of the Grade 1 classroom, these learners are traumatised by the fact that they cannot keep up with the pace and requirements of the formal learning situation, resulting in experiences of failure, discouragement and a poor self esteem which, in turn will have a negative long term effect on the academic performance of these learners. School readiness is regarded as a multi-dimensional construct which, apart from the personal readiness of the learner, also includes the readiness of the school to support learners according to their diverse needs. Schools have a responsibility to provide positive learning environments as well as positive learning experiences for their learners. According to the teachers in this study their schools are not prepared to support these learners by addressing their needs. Their predominant concern is the inaccessibility of the current curriculum for learners with insufficient school readiness. / Dissertation (MEd)--University of Pretoria, 2014. / lk2014 / Early Childhood Education / MEd / Unrestricted

Background: The Routes for Learning (RfL) assessment is intended to enable accurate assessment of the cognitive and communication skills of pupils with profound and multiple learning difficulties (PMLD). A literature search revealed that there is little published research regarding the implementation or effectiveness of RfL. This study aimed to begin to address this lack of research by investigating some of the ways in which the RfL materials are used in practice, why they have been used in these ways and how this relates to the RfL guidance. Participants: Two special school settings were identified while working for an Educational Psychology Service. For each setting a practitioner using RfL and a staff member with leadership responsibility for assessment/RfL was identified. Methods: A multiple embedded case study was conducted in two special school settings in a North West local authority. A running record was kept of observations made of school staff using RfL in practice. Semi-structured interviews were conducted with practitioners using RfL and staff members with leadership responsibility for RfL. All interviewees also completed a background questionnaire to provide context for the research and to support data from interviews. Interviews were recorded and transcribed. An examination of the RfL materials and resources was undertaken. Analysis/Findings: All interview data were analysed using thematic analysis and the findings presented as thematic maps. Conclusion/Implications: This study found that RfL is being used in different ways in special schools and identified a number of issues which relate to its use and implementation.

Orientador: Maria Irma Hadler Coudry / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-07T21:27:42Z (GMT). No. of bitstreams: 1 Vallim_ElaineFerrazdoAmaral_M.pdf: 2248589 bytes, checksum: a14628a04d476972ad50eb3032874c3f (MD5) Previous issue date: 2006 / Resumo: Este trabalho tem como proposta conduzir um estudo neurolinguístico motivado por três questões. A primeira refere-se ao ensino da língua portuguesa e o quanto a prática pedagógica fundamentada num ensino normativo e redutor, que desconsidera a natureza histórica e social, intersubjetiva e cognitiva da linguagem, pode prejudicar o futuro dos jovens que não aprendem nem a teoria nem a língua. Ao adotar, erradamente, uma visão ancorada na Lingüística saussureana, abre-se caminho para a exclusão do mundo social e do sujeito, bem como de suas atividades ou experiências significativas. Por filiar-se a uma visão normativa de língua e por não conseguir eficiência naquilo que se propõe, a escola justifica o seu desempenho atribuindo patologias àqueles alunos que, por algum motivo, não se ajustam às normas, provocando efeitos devastadores a lhes prejudicar a expressão e a comunicação para o resto de suas vidas. As conseqüências desse tipo de ensino também atingem professores, que, tendo a sua formação escamoteada, retornam à escola, para dar aulas, formando um círculo vicioso que compromete toda a qualidade de ensino. Para desenvolver este trabalho, faço um estudo de caso do sujeito BN, aluna do curso de pedagogia, que foi diagnosticada aos 5 anos de idade como portadora de dificuldade de aprendizagem. Analiso este caso, não pelo seu aspecto singular, mas pelo fato de se constituir um exemplar do que acontece nas instituições escolares, tendo em vista que atuo como professora de Língua Portuguesa, no ensino público, há 20 anos. Primeiramente, faço a análise do modo como a escola ¿ ensino fundamental ¿ tem conduzido o ensino da língua portuguesa. Em seguida, apresento e analiso textos escritos pela aluna na universidade e, finalmente, os textos escritos no seguimento longitudinal, feito por mim, no Laboratório de Neurolinguístico (LABONE), IEL/UNICAMP. Em outro momento, falo da subtilização do cérebro do aluno pela escola, que, distanciada da vida, tem suas práticas pedagógicas baseadas em atividades descontextualizadas e, essencialmente, metalingüísticas. Essas práticas pedagógicas ganham espaço na sala de aula, porque não fazem parte da escola determinados saberes / Abstract: The purpose of this task is to discuss questions related to Portuguese language teaching and the importance of pedagogy practice based on a normative teaching, that doesn¿t consider the historic and social nature, intersubjective and cognitive language that can damage the future of young people that don¿t learn neither language nor theory. Adopting this saussureana linguistic, open a way to exclude the social world the person, his or her activities or meaningful experiences. Adopting a normative vision of language and not achieving efficiency in what is purposed, school justifies its performance attributing patologies for those students that for any reason don¿t succeed the norms, causing desolating effects and damaging their communication for the rest of their lives. The consequences of this kind of teaching affect teachers with an interrupted graduation that come back to school to teach creating a vicious circle that compromises the quality of teaching. To develop this study, I have an example with a student BN , a pedagogy student, that was diagnosed at the age of 5 having learning difficulties. I analyze this case not just for its singular aspect, but because it¿s an example of what is happening at school nowadays. First of all, I analyze the way school (elementary and middle) has been handling Portuguese Language teaching. Then I present and analyze written texts by a college student and finally written texts, written in a longitudinal segment, made by me at Unicamp, neurolinguistic laboratory (LABONE/IEL). I talk about the school sub utilization of the student¿s brain too, when far from life has its pedagogical practices based on out of context activities and essentially met linguistic. Those pedagogical practices obtain a great success in the classroom, because they don¿t belong to school knowledge / Mestrado / Neurolinguistica / Mestre em Linguística

No description available.

Magister Artium (Child and Family Studies) - MA(CFS) / Parental involvement in the process of implementing inclusive education is one of the major considerations for ensuring support, especially to learners with learning difficulties. The involvement of parents in their children’s education has been found to have a positive contribution and results in good learning outcomes. In the South African context, the Education White Paper 6 (EWP 6) and the policy on Screening, Identification, Assessment and Support (SIAS) emphasizes the importance of the role of parents in the process of implementing inclusive education. This study aimed to explore the ability of teachers to engage parents to assist their children with learning difficulties. A qualitative research method with a phenomenological research design was deemed suitable for the nature of this study with Bronfenbrenner’s bio-ecological systems theory as a theoretical lens to underpin this study.

This study was designed to determine the effectiveness of the Landreth 10-week filial therapy model as an intervention for the parents of children experiencing learning difficulties.The purpose of this study was to determine if filial therapy is effective in: 1) increasing parental acceptance of children with a learning difficulty; 2) reducing the stress level of parents of children with learning difficulties; 3) decreasing social problems and total behavior problems of children with learning difficulties as reported by parents and teachers.